<![CDATA[Background: Digital transformation has encouraged nursing education to adopt e-learning, blended learning, virtual simulation, and online interprofessional education. These approaches are relevant for improving nursing students' knowledge, clinical skills, clinical reasoning, and collaborative competencies. However, their effectiveness still needs to be synthesized from recent evidence. Purpose: To analyze the effectiveness of e-learning in improving nursing students' competencies and interprofessional collaboration. Method: This study used a systematic literature review with a descriptive qualitative approach. Articles were searched through PubMed, ScienceDirect, Google Scholar, Jurnal Ners, Garuda, and national journal portals indexed by SINTA. The inclusion criteria were full-text or open-access articles published between 2021 and 2026, focusing on e-learning, blended learning, virtual simulation, virtual reality, online learning, or online interprofessional education in nursing education. Article selection followed the PRISMA 2020 flow and resulted in 12 articles for analysis. Results: E-learning improved learning access, motivation, self-directed learning, and conceptual understanding. Blended learning and virtual simulation provided stronger support for clinical skills, clinical reasoning, confidence, and practice readiness. Online interprofessional education supported communication, teamwork, and role understanding, although its effectiveness depended on instructional design, platform interactivity, and lecturer facilitation. Conclusion: E-learning is effective in supporting nursing students' competencies and interprofessional collaboration, especially when integrated with blended learning, virtual simulation, and structured collaborative learning activities. Keywords: Blended Learning; E-Learning; Interprofessional Education; Nursing Education; Virtual Simulation.]]>
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